ESU 10 RSS Feedhttp://www.esu10.org/news-publications/news_feedThe latest news from ESU 10.(c) 2016, ESU 10 Website. All rights reserved.5A Message From Dr. Bell<img src="http://www.esu10.org/image_uploads/Articles/633.png" />How does this happen every year? The holiday season just sneaks in through the back door and then creates a mad rush through December. My thoughts are with all of you this year as you balance personal and professional responsibilities while artfully leading excited young learners who have visons of sugar plums dancing in their heads. Fortunately for me, working with the highly dedicated ESU 10 staff may be less complicated as they continue “to partner with stakeholders to meet changing needs through professional expertise in providing services, learning opportunities and support”. &nbsp;&nbsp;<br><br>It is always great when we facilitate student activities in the building. Today we hosted about 120 4th-6th grade science students working with the Elementary Science Olympiad program. There were many in-depth hands-on experiences designed to utilize ordinary classroom and household supplies and materials. I really enjoyed the reptile and amphibian classroom, but avoided the room making tables out of duct tape. Creative minds and huge quantities of duct tape always make me nervous. This is especially true when guided by creative and mischievous ESU 10 staff.<br><br>Four ESU 10 Board members (Gene Libal, Sandra Mann, Gordon Roethemeyer, and Mary Stoltenberg), Ron Cone, Network Information Services Director, and I recently returned from the Association of Educational Service Agencies Fall Conference held in Savannah, Georgia. This annual event is a marvelous collegial learning opportunity for the people from 45 states who work in 553 agencies. Three main keynote speakers and 100 sessions presented by our national peers provided great opportunity for professional growth and fresh ideas to share with our ESUs and local school districts. I attended the following small sessions so you can see what might be influencing my mind in the future: Post and Pray? Not Today!; Forecasting and Budgeting; Building and Flying the Plane…Creating a Behavioral Intervention Team; Involving Employees to Improve Your District through Innovative Ideas; Effective Recommendations – How to Get What You Want; and, Dremel Dreams - Where Digital Technology Meets the Classroom. &nbsp; &nbsp;<br><br>Once all of our team shares notes from the conference we will see how some ideas will improve present programs and how other ideas will stretch and expand our current Program of Services. It is always good to learn from our national peers. &nbsp;<br><br>Speaking of learning and growth – ESU 10 staff has noticed a disturbing trend in recent months. We know that all in-service participants are busy individuals who carve out time to participate in the many and varied offerings provided at ESU 10. It is disappointing that we have observed that many people exit prior to the end of the planned events. This is happening not only when local staff present, but also when we provide national presenters. It would be our hope that all learners receive maximum benefit and get the most valuable experience possible. I do realize that sometimes duty calls and conflicts arise, but I encourage participants to stay until sessions end. Please let us know if we need to make modifications and adjustments to better meet your needs. Our focus is on serving you.<br><br>Merry Christmas and Happy Holidays to all!http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Dec2016http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Dec2016Tue, 06 Dec 2016 00:00:00 GMTCompetency Based Education<img src="http://www.esu10.org/image_uploads/Articles/629.png" /><p>Last winter, the State Board of Education tasked the Nebraska Department of Education (NDE) with exploring competency based education. Subsequently, NDE invited each school district in the state to participate in a Competency Based Education Exploratory Project. During the 2016-17 school year, those schools who indicated interest will be participating in exploratory and developmental activities to build understanding in the area of competency based learning and the related areas of standards-driven instruction, mastery learning, and the personalized learning systems needed to support it in Nebraska schools.<br><br>What does competency based learning look like? Competency based learning can be described as a system where:&nbsp;<br>&nbsp; • Students move on to the next level within a subject area only after they have demonstrated proficiency at the current level.<br>&nbsp; • The time required to learn content is not a factor in judging students’ competencies.<br>&nbsp; • Students have multiple opportunities and ways to learn specific content.<br>&nbsp; • Students have multiple opportunities and ways that they can demonstrate proficiency with specific content.<br>&nbsp; • Students have choice in the teaching and learning process.<br>&nbsp; • Students have voice in the teaching and learning process.<br><br>Important to note are the similarities between competency based learning and what we now commonly refer to as blended learning. In recent months, NDE has partnered with the ESU Coordinating Council and the BlendEd initiative to work toward an integrated approach for continued development of the Competency Based Education Exploratory Project. In the future we should see both of these initiatives moving forward in concert with one another which would be essential to systemic implementation in schools.<br><br>In September, the Competency Based Education (CBE) Exploratory Project got underway at ESU 10 in Kearney. &nbsp;Dr. Ryan Foor, the NDE project leader, arranged a two-day session on Designing Competency-Based Education facilitated by associates at Regional Educational Laboratories Central and Marzano Research. The focus for day one was to define CBE and detail the design of a CBE framework. Day two included a focused look at the first steps to implementing CBE in a school. Teams of teachers and administrators from secondary school districts, as well as post-secondary, NDE, and ESU representatives from across Nebraska attended this two-day session and began discussing the feasibility of such an initiative in the state and in local school districts. Three ESU 10 schools participated in this initial exploration of Competency Based Education: &nbsp;Ansley, Central Valley, and Grand Island Public Schools.<br><br>It will be interesting to see how this project continues to develop and which school districts decide to continue exploring, and potentially implementing Competency Based Education in the future. The Nebraska Department of Education will be reaching out to those schools who participated in the September learning opportunity for input regarding how they would like to be supported moving forward.</p><p><em>-by Kelly Clapp, T &amp; L Coordinator</em></p>http://www.esu10.org/news-publications/latest-news/2016/Competency_Based_Educationhttp://www.esu10.org/news-publications/latest-news/2016/Competency_Based_EducationMon, 28 Nov 2016 00:00:00 GMTSmall Steps Change Lives<img src="http://www.esu10.org/image_uploads/Articles/628.png" /><p>The 2016 theme for November celebration of School Psychology Awareness month is <strong>Small Steps Change Lives</strong>. The collective goal of school psychologists during the month of November is two-fold:<br><br>1. Highlight how taking small steps can build greater successes, and&nbsp;<br>2. Develop the academic and social-emotional skills students need to promote personal achievement, growth, and resilience, as well as a sense of belonging and well-being.&nbsp;<br><br>The ESU 10 psychologists engage in common activities such as:<br>&nbsp; • Inform administrators and teachers about best practice in special education<br>&nbsp; • Contribute to individual student problem solving<br>&nbsp; • Provide educators with information for data analysis<br>&nbsp; • Support district teams in developing leadership skills in Multi-Tiered System of Supports (MTSS)<br>&nbsp; • Assess and evaluate student individual differences to identify intervention strategies, and<br>&nbsp; • Support multidisciplinary teams in evaluating both standard and formative assessment information to determine whether a student is eligible for verification as an individual with a disability.&nbsp;<br><br>As a member of the school psychology cadre, I am grateful to be surrounded by eight professionals whose efforts demonstrate an array of interests and skills that support student and teacher success.&nbsp;<br><br>Individually, ESU 10 psychologists engage in activities, both small and large, in supporting the students. For example, ESU 10 school psychologists are providing information for data analysis, supporting district teams in developing leadership skills in Multi-Tiered System of Supports (MTSS), and pairing with teachers to learn about and implement different or new evaluation and instructional practices.&nbsp;<br><br>These varied interests and aptitudes are demonstrated by school psychologist Kristine Einspahr as her efforts support the Brain Injury School Support Teams or as she helps facilitate the incorporation of routine-based interviews as a part of the early childhood family assessments. School Psychologist Stacey Romick-Imig pursues information about the mental health of students in schools by attending presentations and informing her colleagues and schools about issues students encounter and school supports that are available. With the support of school psychologist and Teaching and Learning Multi-Tiered System of Supports (MTSS) Facilitator/Coach Patrice Feller, school psychologists Ronda Hunt, Nicole Shimek-Langrud and Kristine Einspahr are working along with school teams to implement the model in their schools. Their work is supported by school psychologist Bethany Hyatt who is a member of the MTSS advisory team. Bethany’s passion for consistency is also apparent in her quest to see that practices implemented by ESU 10 school psychologists are consistent and follow best practice guidelines. Another area of best practice, serving and providing good assessment of students who are English Language Learners is a topic that school psychologists Jennifer Rumery and Chris Denton have jointly pursued. &nbsp;While all the school psychologists played a role in developing Verification Guidelines for ESU 10, Chris has been instrumental in assuring the process and document are current. In addition to other interests, school psychologist Nicole Shimek-Langrud served as the facilitator for creating documents for the functional assessment of behavior. School Psychologist Dawna Sigurdson’s role as regional coordinator of the Nebraska Autism Spectrum Disorder (ASD) Network for the Central Region also impacts the practice of all school psychologists in providing support in identifying students with autism and supporting their programming. Together our diverse interests and aptitudes positively inform practices across ESU 10.&nbsp;<br><br>ESU 10 school psychologists’ roles include facets that indirectly, through collaborative efforts, affect areas beyond ESU 10. In collaboration with the University of Nebraska at Kearney, ESU 10 school psychologists provide experiences for students during their practicum and internship experiences to further support growth in the field of school psychology. All these efforts directly and indirectly demonstrate steps that collectively enhance the culture of schools and student success.</p><p><em>-by Dawna Sigurdson, School Psychologist</em></p>http://www.esu10.org/news-publications/latest-news/2016/Small_Steps_Change_Liveshttp://www.esu10.org/news-publications/latest-news/2016/Small_Steps_Change_LivesMon, 21 Nov 2016 00:00:00 GMTWelcome Jerilyn Johnson To ESU 10<img src="http://www.esu10.org/image_uploads/Articles/627.png" />After 15 years as a preschool and kindergarten SPED para for Cozad Community Schools, I am thrilled to take the next step in my chosen profession. I will be replacing Ramona Gronewold as the ATP Equipment Program Manager at the Cozad Center. After so many years in the classroom environment, I look forward to being able to help staff and families “behind the scenes” by finding the best assistive technology equipment for their needs!<br><br>My husband Bobby is also newly employed this year as the Energy Services Specialist at Dawson Public Power District in Lexington. Previously, he was the Activities Director, a teacher and coach at Eustis-Farnam Public Schools for 10 years. We are slowly adjusting to an empty nest.<br><br>Our daughter Jade is an avid world traveler and is employed by Ultramar Travel Management. She is currently based in Omaha and eagerly planning her next international trip. Our son Hunter is a junior at the University of Colorado-Colorado Springs and will graduate with a degree in Sport Management and Pre-Law. He is an Operations Intern for USA Basketball Headquarters and also assists with camps at the Olympic Training Center. He was fortunate enough to experience this past Olympic year and was elated to help manage the equipment for Team USA.&nbsp;<br><br>I am delighted to be part of the ESU 10 family and have already felt very welcome!http://www.esu10.org/news-publications/latest-news/2016/Welcome_Jerilyn_Johnson_To_ESU_10http://www.esu10.org/news-publications/latest-news/2016/Welcome_Jerilyn_Johnson_To_ESU_10Mon, 14 Nov 2016 00:00:00 GMTA Message From Dr. Bell<img src="http://www.esu10.org/image_uploads/Articles/626.png" />It is once again time to move the hands on the clocks back one hour again as Daylight Savings Time ends for another year. This always seems to be a good mental exercise when trying to navigate the process of each owned timepiece. It is also always one of my first acts of Thanksgiving when I rejoice over the invention of atomic clocks that adjust automatically. I remember the days when I would wander out to ESU 10 late on a Sunday afternoon to set all of the clocks in the building by hand. You would be amazed how many clocks are in this building!<br><br>Another successful trip to the AESA Educators’ Call to Action Federal Advocacy Conference in Washington, D.C. has been completed. I don’t often make travel recommendations, but if you are going for a trip to Washington, D.C. check out participating in the Nebraska Delegation Breakfast. The Nebraska Breakfast, now in its sixth decade, is the oldest and only ongoing state gathering for constituents on Capitol Hill. It is held Wednesday mornings when Congress is in session. Each year a different elected official hosts and all you need to do is make arrangements through one of the Nebraska Delegations’ Offices. This is a chance to get up close and personal with all of the delegates and many of their staff members. You get introduced to the contingent and can even say a few words if you so desire. You have the opportunity to listen to each of them give a short presentation on topics that interest them or are “hot” on the “Hill” and then you have an opportunity for a photo or a few words with each individual. The whole experience helps to personalize your D.C. experience. Check it out. &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br><br>It was a soggy time on the east coast but we got out of town before Hurricane Matthew blew by. Fortunately, I took Grandpa Bell’s words to heart many years ago. It probably wasn’t an original saying from him but he always told me to make as many friends as possible because you never know when you will need them. This trip was no exception. Sara Mutalib, who works in the athletic department at George Washington University, handed two soggy walkers a beautiful new GW golf umbrella to help us brave the inclement weather. Then at the end of the trip Rob and Barbara Espiritu were in charge of first aid as I somehow cut my finger on a Dungeness crab shell when they were gracious enough to help us experience crab picking before they delivered us to the airport. We met Sara and Vernon in Ecuador and Rob and Barbara in South Africa – so it really is a small world.&nbsp;<br><br>Keeping with the small world theme – you will find the 2015-16 annual written program report now on the website for your edification and enjoyment. Although our ESU 10 world is officially pretty small, covering about 9,515 square miles, the services provided encompass a much larger area. Please note the breadth, depth, and width of opportunities available to you and your school districts as we do our best “to partner with stakeholders to meet changing needs through professional expertise in providing services, learning opportunities and support”. &nbsp;We are always investigating new ways to serve you better. &nbsp;Just let someone on the ESU 10 staff know what you need and we will try to deliver expertise in a prompt and efficient manner.<br><br>Best wishes to all of you during this beautiful time of the year in Nebraska.http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Nov2016http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Nov2016Mon, 07 Nov 2016 00:00:00 GMTBlended Learning: Resources & Technology<img src="http://www.esu10.org/image_uploads/Articles/625.png" /><p>As you can see from the reports from Peg and Jami, Blended Learning support entails many facets including Preparation and Planning, and Coaching. We have also been focusing on Professional Development, Networking, and Technology and Resources for districts involved with Blended Learning. I’d like to share a little about what the Technology and Resources part of this looks like.<br><br>A few years back, Dr. Bell made an investment in Bright Bytes to collect valuable data about where schools were in the process of using technology to help drive the learning process. As a result, schools are able to put resources where they need them and assess professional development needs for staff. Our working partnership with Bright Bytes and the schools has helped drive the initiative and individualize support, focus and resources for schools.<br><br>As you may know, the Bright Bytes platform breaks down survey data into four domains: Classroom, Access, Skills, and Environment. In each of these domains we can drill down to specific data points that support these areas. While they neatly spell out CASE, I’m going to mix up the order to better define how schools implement Blended Learning.<br>Environment - District leaders are developing policies, practices and procedures to implement technology initiatives in their schools. They are also providing the supports needed for successful implementation.<span style="font-size: 13.336px;"><br></span><br>Access - School’s access is outstanding. Students and staff generally have the devices and connectivity they need in this interconnected online environment. They also have access to the digital content and platforms to springboard them to these online opportunities.<br><br>Skills - Teachers and students have the skills needed in most areas to have productive learning experiences. Through the survey, teachers indicated they would like more professional development in multimedia, classroom management, and the use of digital tool for online critical thinking and collaboration.<br><br>Classroom - We continue to provide classroom integration and professional development to support teachers and students in this area. Districts have the option to participate in Atomic Learning, workshops, conferences, social networking opportunities and more to bolster their use of technology and Blended Learning opportunities in the classroom.<br><br>In all these areas the T&amp;L and the Blended Learning Team are providing insights and supports to schools to help them grow in the areas they feel are most important to them.</p><p><em>-by Jason Everett, Systems Engineer</em></p>http://www.esu10.org/news-publications/latest-news/2016/Blended_Learning_Resources_and_Technologyhttp://www.esu10.org/news-publications/latest-news/2016/Blended_Learning_Resources_and_TechnologyThu, 03 Nov 2016 00:00:00 GMTBlended Learning Coaching<img src="http://www.esu10.org/image_uploads/Articles/624.png" /><p>As part of the Blended Pilot process, we have met with teachers from four pilot schools and three copilot schools to find out where each teacher is with blended learning in their classroom and where they want to go next. Like students in the classroom, each teacher is different and has a different focus. Our plan is to take a “coaching” approach with these teachers.<br><br>The goal is to conference with these teachers and ask them to identify one or two priority practices of blended learning that they would like to be their focus for the upcoming semester. We will also identify a long-term focus/goal area to be achieved by the end of the school year. Teachers will look at priority practices from the following focus areas developed by the Highlander Institute to assist them in advancing their blended classrooms. Those focus areas are:<br>&nbsp; •&nbsp;Teacher to student interactions<br>&nbsp; &nbsp;•&nbsp;Student to screen interactions<br>&nbsp; &nbsp;•&nbsp;Data practices<br>&nbsp; &nbsp;•&nbsp;Instruction<br>&nbsp; &nbsp;•&nbsp;Student learning experience<br>&nbsp; &nbsp;•&nbsp;Classroom culture<br><br>Teachers involved in this pilot are considered teachers of “Lighthouse Classrooms.” The idea with “Lighthouse Classrooms” is that after teachers are up and running in a manner they feel comfortable with, and with our assistance, we will invite other teachers from their district and other districts into their classrooms to observe blended learning in action.<br><br>We have experienced that these teachers are very willing to try new things and in many cases are already doing aspects of blended learning. We will check in with them on a quarterly basis and offer support in between by helping them troubleshoot and by sharing valuable resources that can be applied in their classroom. The goal is to meet them where they are at and move them forward. This means they may all start and end in a different place which is OK when you focus on the growth these teachers and students will experience!</p><p>-by Jami Schaffnitt, Teaching and Learning Coordinator</p>http://www.esu10.org/news-publications/latest-news/2016/Blended_Learning_Coachinghttp://www.esu10.org/news-publications/latest-news/2016/Blended_Learning_CoachingTue, 01 Nov 2016 00:00:00 GMT3-2-1 Lift Off! Blended Learning<img src="http://www.esu10.org/image_uploads/Articles/623.png" /><p>It seems like we have been talking about Blended Learning at ESU 10 for years, but we are finally ready to launch it in our four BlendED pilot schools and three copilot schools.<br><br>Teachers in Broken Bow, Cozad, Elm Creek, Gibbon, Gothenburg, Litchfield and Wood River have been busy this summer transforming their classrooms into blended learning environments! Planning out the physical space is one of the first steps in implementing this model. Many teachers in the pilot have removed their teacher desks and arranged student seating into stations. Some have even added reading areas with rugs and pillows!<br><br>The next step is designing lessons that integrate blended learning strategies. The training provided by the BlendED Pilot state leaders in July laid the foundation for re-thinking instruction. During this training teachers experienced two Blended Learning models: station rotation and flex. The teachers also had time to explore more resources and discuss strategies with other pilot teachers. The 3 copilot schools also had teachers busy this summer working with Teaching and Learning coordinators as well as their Technology Integration Specialists to develop their blended learning plans.<br><br>Blended learning lessons combine face to face learning with digital or online learning and allow the students some element of choice. This choice could be in how or where they learn, as well as in how they show their learning. We have encouraged all of our blended teachers to start small, perhaps by implementing in just one class period or subject area, or by utilizing stations one day a week.&nbsp;<br><br>The Blended Learning Team looks forward to working with the pilot and copilot teachers this school year. We are excited to see the blast off of learning in our schools!</p><p><em>-by Peg Coover, Teaching and Learning Coordinator</em></p>http://www.esu10.org/news-publications/latest-news/2016/321_Lift_Off_Blended_Learninghttp://www.esu10.org/news-publications/latest-news/2016/321_Lift_Off_Blended_LearningMon, 31 Oct 2016 00:00:00 GMTLife Skills<img src="http://www.esu10.org/image_uploads/Articles/622.png" /><p>Life Skills, by definition, are those skills needed to participate fully in the day to day activities of life. Students with developmental disabilities and well below average cognitive ability require specific instruction in and practice with functional life skills. It is the responsibility of the home school district to provide developmentally disabled students the opportunity to learn these functional life skills.&nbsp;<br><br>With this in mind, the administration and staff in the Central Valley School District came to an important decision in the fall of 2015. Following a review of student need, the special education team and administration determined that it was time to enhance and expand the life skills program provided in the high school setting.<br><br>With the support of ESU 10 and the Nebraska Department of Education, Central Valley began the development of a comprehensive life skills program for students in the 7th grade through age 21. Life skills specialist, Patti Galbraith was brought onto the scene to begin a dialogue with staff. &nbsp;Mrs. Galbraith’s focus was to increase awareness, and help develop a stronger level of functionality within the educational program. The initial training that was provided involved the full special education team including resource teachers, administration, speech/language pathologist, occupational therapist, physical therapist, school psychologist, and special education paras.&nbsp;</p><p><strong>Four Strong Walls</strong><br><br>Mrs. Galbraith emphasized the importance of developing a strong program by encouraging participants to consider the task of building a house. Four strong walls are required to facilitate a highly functional building. Four strong walls are needed in a life skills program as well. According to Mrs. Galbraith, those walls consist of: 1. Knowing your student, 2. Identifying and teaching embedded skills, 3. Using functional life skills, and 4. Community Instruction. &nbsp;<br><br><strong>Embedded Skills</strong><br><br>Embedded skills are the “need to know” skills that students with low cognitive ability must develop in order to increase their quality of life. Embedded skills include functional academics such as money, time, measurement, writing, and reading. Motor skills is another area of embedded skills and might include handwriting, feeding, dressing, and walking. &nbsp;Communication skills, the third area of embedded skills, include tasks like asking for help, making choices, saying “no”, making comments, and making friends. The final area of embedded skills is social skills. Important social skills that benefit students include asking for help, following directions, greeting others, responding to criticism appropriately, and using social amenities. &nbsp;<br><br><strong>Four Life Domains</strong><br><br>Of further consideration are the four domains that describe the areas of life in which all individuals engage; community, recreation and leisure, vocational, and domestic. Finding opportunities for students to practice life skills within these four domains can prove challenging for school districts and special education staff. &nbsp;Through research and problem solving, Central Valley administration came to the conclusion that one way to provide practice opportunities would be to repurpose a building adjacent to the new high school building. This facility now has an interior which better reflects a life skills classroom, an apartment, and handicap accessible bathrooms. As these new environments have taken form, specialists in functional skill building, gross and fine motor development, and communication development have worked with newly appointed resource teachers to organize equipment and furniture for more purposeful teaching and learning.<br><br>Innovative experiences are being provided on a day to day basis in Central Valley. Students are involved in cooking, cleaning, service, and shared living activities. &nbsp;The new facility has been named the “Cougar Den”, a name coined and agreed upon by students in the life skills program. Because the “Cougar Den” is on the high school campus, students are able to remain connected to the daily high school routine and can be seen interacting with peers in the hallways, general education classrooms, and commons areas. Student activities and opportunities will be highlighted throughout the year in a newsletter called “Cougar Den Dirt”.&nbsp;<br><br>In addition, unified bowling, has been implemented for all interested students in the Central Valley School System. Unified bowling gives students with significant developmental disabilities the opportunity to participate in a competitive activity with general education students. The Central Valley Unified Bowling Team will be competing against other unified bowling teams in the area. Post season competition including districts and state will be an important part of this experience. &nbsp;<br><br><strong>Conclusion</strong><br><br>This is a very exciting time in the Central Valley School District. Significant changes have taken place in the past few years and students and staff are seeing many benefits as a result of those changes. Utilizing a team approach to problem-solving and maintaining a focus on student need have provided students with developmental disabilities and well below average cognitive ability the opportunity to meet their potential. This process demonstrates that all students can learn when provided with fitting opportunities.</p><p><em>-by&nbsp;Stacey Romick-Imig, School Psychologist</em></p>http://www.esu10.org/news-publications/latest-news/2016/Life_Skillshttp://www.esu10.org/news-publications/latest-news/2016/Life_SkillsThu, 27 Oct 2016 00:00:00 GMTMaking Connections with UNK<img src="http://www.esu10.org/image_uploads/Articles/621.png" /><p>The ESU 10 Teaching and Learning Department has created new partnerships and networks of support with the University of Nebraska at Kearney. Dr. Sheryl Feinstein, Dean of the College of Education at UNK, met with Dr. Bell and ESU 10 directors last spring. She inquired on how UNK and ESU 10 could partner to support the field of education. From those conversations, three exciting partnerships have been formed.<br><br>Jami Schaffnitt and Kelly Clapp organized and facilitated the ESU 10 New Teacher Academy for teachers in their first or second year of teaching. On August 3-4, 74 new teachers attended sessions to help prepare them for their first days of school. Participants will return in October and January for follow-up sessions. One unique feature to this year’s academy was the addition of participants from the UNK Transitional Certification Program.&nbsp;<br><br><em>The Transitional Certification Program (TCP) at UNK is an alternative teacher certification pathway for individuals with a baccalaureate degree or higher who wish to earn an Initial Teaching Certificate issued by the Nebraska Department of Education. Students who meet the qualifications to start the TCP are also eligible to be hired by a Nebraska public school to start teaching in their endorsement area.</em> <a href="http://www.unk.edu/academics/ted/transitional_certification/" target="_blank">http://www.unk.edu/academics/ted/transitional_certification/</a><br><br>Wendy McCarty, Director of UNK Transitional Certification Program, met with Jami and Kelly to coordinate the inclusion of these teachers in our New Teacher Academy. These new teachers will be taking education courses while beginning their first teaching job. We felt it was essential to equip these teachers with practical classroom management strategies and first day of school tips to make sure their school year started off well.&nbsp;<br><br>Vic Young, UNK Director Network of Partner Schools, has met with me multiple times to coordinate having UNK Teacher Education 100 students come to ESU 10 to learn how we support local school districts. All of the UNK TE 100 classes will meet at ESU 10 for one class session during the month of September. ESU 10 Department Directors will take the students on a tour of our facilities, provide an overview of our department services, and discuss the role of ESUs in the Nebraska Education System. We are excited to expose these students to the work of ESUs and encourage them to utilize our services in the future.<br><br>In June, Dr. Feinstein and Dr. Chris Knoell, UNK Department Chair of Teacher Education, discussed an opportunity to partner with ESU 10 schools to offer a Dual Credit Teacher Education course for high school juniors and seniors. I have been working with Dr. Feinstein and Dr. Knoell to determine the level of interest and the potential to have multiple schools work together to offer the class via distance learning. Kearney Public Schools will be offering this course on-site during the 2016-2017 school year. ESU 10 has ten additional school districts that are interested in offering this dual credit class during the 2017-2018 school year. Our hope is that exposing high school juniors and seniors to the field of education will result in increased teacher education enrollment at our state colleges.&nbsp;<br><br>The Teaching and Learning Department’s purpose is to provide expertise, leadership, and support to all stakeholders in order to continuously improve teaching and learning. Our department is excited about these new, collaborative partnerships with UNK. We continue to seek out new possibilities to work with higher education, the Nebraska Department of Education, and our local school districts.</p><p><em>-by Denise O'Brien, Teaching and Learning Director</em></p>http://www.esu10.org/news-publications/latest-news/2016/Making_Connections_with_UNKhttp://www.esu10.org/news-publications/latest-news/2016/Making_Connections_with_UNKMon, 24 Oct 2016 00:00:00 GMTUNK Early Childhood Conference<img src="http://www.esu10.org/image_uploads/Articles/620.png" />The University of Nebraska at Kearney held an Early Childhood Conference on September 16-17, 2016. Keynote speaker on Friday was Samuel Meisels, Founding Executive Director of the Buffett Early Childhood Institute. The Buffett Early Childhood Institute partners with schools, communities, policy makers, and others to share—and apply—the best of what is known about early childhood development.&nbsp;<br><br>The vision of the Buffett Early Childhood Institute is to transform early childhood development—especially for children at risk—by leveraging the resources of the four campuses of the University of Nebraska and applying the best of what is known about the science and benefits of early childhood intervention. The Institute is intended to focus on applied research, professional preparation for early childhood educators and providers, public policy, and outreach to all corners of the state—and beyond. Their hope is that Nebraska will become the best place in the nation to be a baby.&nbsp;<span style="font-size: 13.336px;"><br></span><br>Roxanne Vipond, Early Learning Connections Coordinator at ESU 10, helped coordinate the conference. For more information on Early Childhood workshops or conferences being held in our area please contact Roxanne at Rvipond@esu10.org or call her at 308-698-1986.http://www.esu10.org/news-publications/latest-news/2016/UNK_Early_Childhood_Conferencehttp://www.esu10.org/news-publications/latest-news/2016/UNK_Early_Childhood_ConferenceWed, 19 Oct 2016 00:00:00 GMTWelcome Marilyn Bohn, New ESU 10 Board Member<img src="http://www.esu10.org/image_uploads/Articles/619.png" />I grew up with my parents and two brothers on the family farm in Buffalo County.<br><br>I &nbsp;married the love of my life Lonnie Bohn. We both graduated from Ravenna Public Schools in the 70’s and moved to Lincoln for college and back to the family farm.&nbsp;<br><br>After college I worked for Rockwell International in Kearney as a Purchasing Secretary before starting our family of five sons.&nbsp;<br><br>Our oldest, Bryan is a band director for Oakland-Craig Public Schools in northeast Nebraska. His wife, Jenna, is employed with ESU 2 as an Early Intervention Specialist working with children ages birth to 3 years. Our son Brad is a family practice physician at the Kearney Clinic. His wife, Sarah is a speech pathologist and presently working as a part time preschool teacher. They have three daughters. Brandon is a manager/pharmacist of Carrs in Anchorage, Alaska. His wife, Danielle is an Interior Design specialist. Scott and Michael are currently working with us on the family farm.<br><br>I served on the bond committee for the elementary addition onto the current Ravenna High School and have served on the Ravenna School Board of Education for 18 years. In 2008 I was elected to Region 13 to the Nebraska Association of School Boards as a Board of Director. During that time I was elected vice-president, which is a 5 year officer rotation. This is my last year as Past President of NASB. During my time as an officer I was on two nominating committees for the National School Board Association, one to elect our Western Region Board of Directors and the other for the national Secretary-Treasurer.<br><br>My hobbies are sewing, gardening, walking, growing grapes, and embroidery. I enjoy spending time with our family and granddaughters.http://www.esu10.org/news-publications/latest-news/2016/Welcome_Marilyn_Bohn_New_ESU_10_Board_Memberhttp://www.esu10.org/news-publications/latest-news/2016/Welcome_Marilyn_Bohn_New_ESU_10_Board_MemberFri, 14 Oct 2016 00:00:00 GMTA Message From Dr. Bell<img src="http://www.esu10.org/image_uploads/Articles/618.png" />My goodness I felt ancient this week. We had the opportunity to work with Dr. Jane Ziebarth-Bovill and Vic Young from the University of Nebraska at Kearney. They scheduled time here at ESU 10 to allow over 100 students in UNK TE 100 classes to learn about the programs and services offered by ESUs. It was a delightful experience to work with these burgeoning educational professionals. I did discover that only one student in the room was born when I started working at ESU 10 twenty-three years ago. I immediately started looking for my cane so I would not fall and break a hip and had an overwhelming desire to eat some soft food. Fortunately, we also had the three bright and knowledgeable ESU 10 Directors in the room to share specific knowledge and to provide answers to the insightful questions directed to us. I am continually impressed with the professional abilities of Ron Cone, Denise O‘Brien, and Jean Anderson. My hope is the students in the room were also impressed and will look to ESU 10 for support so that we can “partner with stakeholders to meet changing needs through professional expertise in providing services, learning opportunities and support” for years to come. &nbsp; &nbsp;<br><br>Currently, I am packing my bags and finalizing summary information to share with the five Nebraska elected officials who are representing us in Washington, D.C. I have been involved in this yearly activity since about 2000 as a member of the Association of Educational Service Agency Federal Advocacy Committee. Dr. Jeff West from ESU 13 in Scottsbluff will join me again this year. I am impressed with the quality of the Nebraska delegation. &nbsp;We also appreciate the time they give us to discuss the issues. More will be shared once I get back, but the main topics on the list this year are: Environmental and Facilities Issues, Child Nutrition, Perkins CTE Reauthorization, Federal Funding – Budget &amp; Appropriations, and the Every Student Succeeds Act. I have other ideas in non-related areas that will probably creep out during the visits, but the focus will primarily be on these identified topics. &nbsp;When in Washington, I am often reminded of the comment made by Representative Bill Barrett, who did a fine job in that environment, when it came to representing Nebraskans. He often said that “Washington was 10 square miles surrounded by reality”. This opportunity gives us the chance to inject a bit of reality into the thoughts of our elected officials. I can’t say that they always agree, but we are able to often times give them a different point of view. &nbsp; &nbsp;<br><br>Other than these two highlighted activities the work of ESU 10 goes on as usual. Some days the building is full of people being trained in a wide variety of areas. On other days we can hear the crickets chirp as this highly qualified staff takes their expertise on the road to serve school district personnel in a more individual and direct manner. You just need to let us know what we can do for you.<br><br>With that I need to finalize plans to head east. I will try to remember the wise words of Shirley MacLaine while in Washington next week when she said, “It is useless to hold a person to anything he says while he’s in love, drunk, or running for office.” &nbsp;<br><br>I hope your fall season is satisfying and that the wind comes up and blows all of your leaves into your neighbor’s yard!http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Oct2016http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Oct2016Mon, 10 Oct 2016 00:00:00 GMTA Case for Strong Multi-Tiered Supports During the Early School Years<img src="http://www.esu10.org/image_uploads/Articles/617.png" /><p>A common observation among educators is that “compared to when we were growing up” students are coming to school with fewer social and behavioral skills that allow them to be ready to learn. Many youngsters are less likely to know how to cooperate, listen, or take direction from adults. In fact, many educators would say that the impact of negative societal influences outside school are resulting in more frequent conflicts between students and their teachers.<br><br>At the same time, school expectations for academic rigor have become greater, and students in kindergarten are being asked to learn “what we used to learn in first grade.” This places more demands on students who have risk factors for academic and behavioral problems in the beginning of their school careers. What we know from the research is that if, once in school, a student continues on the path of disruptive and destructive behavior, both academic engagement and success will suffer. In addition, there is a likelihood of highly negative outcomes later on in adolescence (Walker &amp; Sprick, 2016).<br><br>It is easy to make these observations about students who enter school with behavioral difficulties. And it is easy to place the blame and responsibility for school difficulties squarely on the shoulders of parents or society. While it is true that some of the risk factors for academic and behavioral problems are not in the control of schools and educators (such as parent pathology, ethnic minority or immigrant status, low socioeconomic status, difficult temperament, etc.), some risk factors CAN be changed (that is, difficulties with peers and teachers or parenting practices). What we CAN do is take collective responsibility by involving parents, teachers, and peers in changing those things that are malleable to change.<br><br><strong>What We Can Do</strong><br><br>There is one clear factor that educators can control and change during the beginning years of schooling: &nbsp;classroom context. Classroom context, or the current conditions and overall climate of the classroom setting, is a combination of student characteristics, teacher management skills, and teaching style. The interaction of these factors can result in a well-managed and positive classroom or a chaotic classroom (or a classroom somewhere on a continuum between these extremes). Compelling research suggests the classroom context that young children experience at the beginning of their school careers has long-term effects on their behavior and academic success.</p><p>Studies reported by Walker &amp; Sprick “found that the aggressive boys who were assigned to chaotic first grade classrooms had odds of 59:1 in favor of being aggressive years later, while boys who were equally aggressive at the beginning of school, but were assigned to orderly, well managed first grade classrooms, had odds of 3:1 in favor of being aggressive in middle school,” p. 1. These results suggest implications for early prevention and intervention.<br><br><strong>Early Prevention and Intervention</strong><br><br>The following are suggested as multi-tiered supports that educators can consider in providing positive classroom contexts for all students at the point of school entry.<br><br><strong>1</strong>. <strong>Directly teach generic positive relationship skills from the moment of school entry.</strong> In the area of teacher-related adjustment, teach adaptive behaviors such as compliance with rules and teacher feedback; work completion; anger control; adjusting to instructional situations; working independently, and asking for help appropriately. In the area of peer-related adjustment, teach adaptive behaviors such as cooperation, leadership, support, and social skills. Involve parents by communicating school efforts and by modeling positive relationship skills. (Starting Strong in Kindergarten, Eisenhower, Taylor &amp; Baker, 2016, is an example of a school-based program in prevention with a strong parenting component.)<br><strong>2. Screen and monitor factors contributing to classroom context.</strong> Consider use of methods that have been developed to measure critical outcomes of effective teacher management skills and use of effective instructional practices. Think about the use of screeners that have been developed to identify students at risk for behavioral and social problems.<br><strong>3.&nbsp;Support educators who need continued development of classroom management skills and use of effective instructional practices.</strong> When classroom contexts include children at risk for disruptive behavior problems, the classroom dynamics change. Address professional learning and coaching needs to meet needs related to the current context. Provide administrative monitoring and accountability.<br><strong>4. Target students who need specific intervention.</strong> Address intervention needs that affect teacher-student relationships (compliance with rules and direction, work completion, etc.). Remedy academic deficits that decrease student need to avoid or escape instruction. Identify and stop the cycle for students already acting out to avoid or escape instruction. Limit the use of exclusionary discipline practices that decrease student access to instruction. Address intervention needs that affect student-student relationships (cooperation, social skills, etc.).<br><strong>5. Provide intervention resources.</strong> Identify and implement evidence-based programs and practices for all students at all levels of intervention. Implement supports at increasing levels of intensity that match the needs of students or of classroom context difficulties. &nbsp;Use data-based problem solving to address implementation difficulties and to address needs of students showing less than adequate response to intervention.<br><br>While school-wide positive behavior supports are important to implement across all grade levels in a district, it is CRITICAL to address the behavior support needs of classroom contexts involved in the first three years of students’ school careers. Whether these years include preschool settings or the elementary primary classrooms, it is suggested that a serious focus be placed on both behavioral difficulties and on academic or cognitive deficits that may result in persistent behavioral problems.<br><br><strong>References:&nbsp;</strong><br><br>Eisenhower, A., Taylor, H, &amp; Baker, B. L. “Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten.” <em>School Psychology Review</em>, 2016, Vol. 45, No. 2, pp. 141-170.<br><br>Huffman, Lynne C., Sarah L. Mehlinger, &amp; Amy S. Kerivan. “Risk Factors for Academic and Behavioral Problems at the Beginning of School.” <em>Families in Society</em>. CE4Alliance, 2000. Web. 21 Aug. 2016.&nbsp;<br><br>McIntosh, K. &amp; Goodman, S. (2016). <em>Integrated Multi-Tiered Systems of Support: &nbsp;Blending RTI and PBIS</em>, The Guilford Press, New York.<br><br>Walker, H. M. &amp; Sprick, R. “Coordinated Intervention When Children First Start School Prevents Destructive Outcomes.” Communique’. NASP, 2016. Web. 21 Aug. 2016.<br><br>McIntosh, K. &amp; Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: &nbsp;Blending RTI and PBIS, The Guilford Press, New York.<br><br>Walker, H. M. &amp; Sprick, R. “Coordinated Intervention When Children First Start School Prevents Destructive Outcomes.” <em>Communique</em>’. NASP, 2016. Web. 21 Aug. 2016.</p><p><em>-by Patrice Feller, MTTSS Facilitator</em></p>http://www.esu10.org/news-publications/latest-news/2016/A_Case_for_Strong_Multi_Tiered_Supports_During_the_Early_School_Yearshttp://www.esu10.org/news-publications/latest-news/2016/A_Case_for_Strong_Multi_Tiered_Supports_During_the_Early_School_YearsMon, 03 Oct 2016 00:00:00 GMTWelcome Alie Kropp, New ESU 10 Employee<img src="http://www.esu10.org/image_uploads/Articles/616.png" />I graduated from the University of Nebraska at Kearney in 2011 with a Bachelor of Arts in Education degree with an endorsement in Language Arts. I completed my graduate degree as a PK-12 Reading Specialist from UNK in 2014. I was fortunate enough to start my teaching career at Horizon Middle School where I taught 7th grade English and reading. I also taught 9th and 11th grade English at Kearney High School.&nbsp;<br><br>My husband, Pete, and I have been married for almost five years. He is a teacher at Horizon Middle School in Kearney and an assistant Kearney High football and head Horizon track coach. Go bearcats! I grew up in Shelton, Nebraska on the family farm. We are currently building a house there and plan to move to the farm from Kearney in late October. We are so excited to be in the country and my parents are looking forward to having help on the farm! I have three older sisters who each have three children, so we spend a lot of time outside of work babysitting and entertaining them! In addition, I enjoy reading, shopping, gardening, and spending time with close friends and family.&nbsp;<br><br>I am thrilled to start my new position as the Statewide Coordinator for the Assistive Technology Program and am looking forward to becoming a part of the ESU 10 family!http://www.esu10.org/news-publications/latest-news/2016/Welcome_Alie_Kropp_New_ESU_10_Employeehttp://www.esu10.org/news-publications/latest-news/2016/Welcome_Alie_Kropp_New_ESU_10_EmployeeThu, 29 Sep 2016 00:00:00 GMTMeet Jillana Edwards, New ESU 10 Speech Language Pathologist<img src="http://www.esu10.org/image_uploads/Articles/615.png" />I am a small town girl from Benkelman, Nebraska. I graduated from Dundy County Stratton High School in 2010. I first found my love for communication while working at a summer reading program during my high school years. &nbsp;I encountered a child who was unable to communicate her needs, and it made me very sad. I thought there had to be a better way… &nbsp;I went on to McCook Community College where I was introduced to the field of Speech Language Pathology. Again, I encountered another child who had difficulty communicating, and I saw all of the frustration and pain it caused him. I talked about my concerns for these children with my mom, who mentioned the profession of Speech Language Pathology. From there I was bound and determined, and I never changed my mind. I went on to the University of Nebraska Lincoln and pursued a degree in communication disorders. After living in Lincoln for a year, I needed to return to the life of small town living, so I transferred to the University of Nebraska Kearney where I completed my Bachelor of Science in Education Degree and my Master of Science in Education degree. &nbsp;&nbsp;<br><br>My husband, Travis Barker, and I live in Broken Bow, Nebraska. Travis is an IT manager for Thomas Livestock Co. in Broken Bow. He also owns his own business, EZ IT Solutions. Upon meeting Travis I was blessed with a step-son, Kamden. Kamden is six years old and goes to school in Litchfield. He kept us busy this summer! We are expecting a little one in January, so there is a lot of excitement coming our way!<br><br>I look forward to serving as a speech-language pathologist for ESU 10, and I am loving my first year on the job!http://www.esu10.org/news-publications/latest-news/2016/Meet_Jillana_Edwards_New_ESU_10_Speech_Language_Pathologisthttp://www.esu10.org/news-publications/latest-news/2016/Meet_Jillana_Edwards_New_ESU_10_Speech_Language_PathologistTue, 27 Sep 2016 00:00:00 GMTWelcome Connie Meyer, Speech-Language Pathologist<img src="http://www.esu10.org/image_uploads/Articles/614.png" />Having worked here in 2004-2005, I am very excited to re-join the ESU 10 team. I received my bachelor’s degree from the University of Wisconsin-River Falls in 1982, and got my first Speech-Language Pathology job in Mecklenburg County Virginia in 1995. I was elated to discover that I loved the profession, and vowed to find a way to get my masters’ degree, which I did in 2005 from the University of Nebraska-Kearney. I accepted a position in the private sector with ProCare3, serving a diverse population of adults who had developmental disabilities at their jobs. After 10+ years, the strain of travel became too much, and I decided to do what I really loved—serve children. Lucky for me, ESU 10 had an opening right in my own back yard. I am truly enjoying having co-workers to collaborate with and the comradery of working with a great team!http://www.esu10.org/news-publications/latest-news/2016/Welcome_Connie_Meyer_Speech_Language_Pathologisthttp://www.esu10.org/news-publications/latest-news/2016/Welcome_Connie_Meyer_Speech_Language_PathologistFri, 23 Sep 2016 00:00:00 GMTMeet Lexie Brandt, New ESU 10 Employee<img src="http://www.esu10.org/image_uploads/Articles/613.png" />I knew I wanted to be a speech-language pathologist when I was 12 years old. I began perusing my career at the University of Nebraska-Lincoln earning my bachelor’s degree with a major in Pre-Speech-Language Pathology in 2014. I then went to the University of Nebraska at Kearney to earn my master’s degree in Speech-Language Pathology where I graduated in May. I am fresh out of school and am so excited to begin this new adventure! I’m eager to bring some new ideas to the table and learning from other faculty, peers, staff and students. &nbsp;<br><br>I live in Shelton, NE with my fiancé, Grant, and our “DOGhter”, Ruby. We are getting married on New Year’s Eve of this year! Grant works for the city of Gibbon at the golf course in the summer and in town during the off-season. I will be housed at two different schools, Arcadia and Shelton. In my free time I love spending time with my family, especially my little 3 year old niece and 1 ½ year old nephew! Lucky for me, my parents, fiancé and I, and brother and sister-in-law all live on the same street (there’s at least a couple of blocks between us all)!http://www.esu10.org/news-publications/latest-news/2016/Meet_Lexie_Brandt_New_ESU_10_Employeehttp://www.esu10.org/news-publications/latest-news/2016/Meet_Lexie_Brandt_New_ESU_10_EmployeeWed, 21 Sep 2016 00:00:00 GMTA Message From Dr. Bell<img src="http://www.esu10.org/image_uploads/Articles/612.png" />The past few weeks have been entertaining as students and staff find the best routes to the new high school building in Kearney. I have witnessed the first fender bender and lengthy lines leading to stop signs. I just hope that the ESU 10 mission to partner with stakeholders to meet changing needs through professional service, learning opportunities and support is more focused and on target than the City of Kearney’s attempt to provide efficient and effective traffic flows! At least it looks like ESU 10’s current hours of operation from 8-5 will remain the same.&nbsp;<br><br>Focusing on the future of Educational Service Unit 10 has been of paramount importance as we re-focus our efforts at the beginning of this new fiscal year. It appears that we will operate with the same level of property tax funding as last year to maintain the Program of Services. That should provide at least a bit of good news for our local taxpayers located in twenty-four counties. Less would be better for them, but the expectations and mandates from state and federal government entities and the needs of the wonderful school districts that we serve dictate a certain level of support.<br><br>This is also the year that ESU 10 participates in an AdvanceEd External Review Visit. The committee membership to come visit us in January has yet to be completed, but we are already working on identified areas of need in hopes that this committee can validate our efforts and, hopefully, offer us new and unique ways to improve. The chair of the group is coming to us from Ohio so that should be interesting.<span style="font-size: 13.336px;"><br></span><br>Major thanks for the hard work in preparation of this visit goes out to Kelly Clapp, Teaching &amp; Learning Coordinator, the Unit Improvement Team, and the four Priority Area Committee Leaders and Recorders. I’ll give them personal shout outs as the visitation gets closer. These seventeen individuals have done a yeoman job in sustaining the preparation effort for the evaluation of our continuous plan of improvement. Ms. Clapp deserves extra praise as she is the driving force for this entire effort. Thank you, Kelly. &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;<span style="font-size: 13.336px;"><br></span><br>Here is hoping the start of the school year has been great for all of you. Please contact us if you have any support needs that will make your jobs easier or more fulfilling. Working with children is always a challenge. I have heard the definition somewhere that they are little Zen masters whose world is new and different in every moment. We hope to help you maintain your educational black belt as you fight the good fight of maximizing achievement opportunities for each of them.http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Sept2016http://www.esu10.org/news-publications/latest-news/2016/A_Message_From_Dr_Bell_Sept2016Mon, 19 Sep 2016 00:00:00 GMTMeet Devin McIntyre, Network Specialist<img src="http://www.esu10.org/image_uploads/Articles/609.png" />I’m a Helpdesk Intern turned full-time after having worked at Diode Communications, a rural ISP for small towns south of Lincoln. &nbsp;I majored in Information Technology and minored in Telecommunications at UNK after graduating from Diller-Odell High School in 2011. &nbsp;I interned with ESU 10 for a year while in my senior year of college, and after working in my home area for a little over a year, I decided I missed Kearney too much and accepted the Network Specialist position. &nbsp;I’m looking forward to using what I learned at UNK and build on what I did at Diode to improve the networks of the educational institutions ESU 10 serves.http://www.esu10.org/news-publications/latest-news/2016/Meet_Devin_McIntyre_Network_Specialisthttp://www.esu10.org/news-publications/latest-news/2016/Meet_Devin_McIntyre_Network_SpecialistThu, 08 Sep 2016 00:00:00 GMT